Animals and Cosmetics Testing Lesson Plan

Animals and Cosmetics Testing Lesson Plan
Grades: Ages: Time:
10-12 15-18 years This series of five lessons can be modified to meet various time constraints.
Character Pillars: Respect Responsibility Citizenship Kindness Standards:

Standard
English/Language Arts Mathematics Mathematics Mathematics Mathematics Science Science Science Science Science Applied Learning Applied Learning Applied Learning Applied Learning
Area
Speaking, Listening, Viewing Statistics and Probability Concepts Mathematical Skills and Tools Mathematical Communication Putting Mathematics to Work Scientific Connections and Applications Scientific Thinking Scientific Tools and Technologies Scientific Communication Scientific Investigation Communication Tools and Techniques Information Tools and Techniques Learning and Self-Management Tools and Techniques Tools and Techniques for Working With Others
Performance Description
E3c, E3d M4a, M4c, M4d M6j M7b M8a S4d, S4e S5c, S5d, S5f S6d S7a, S7b, S7c, S7d, S7e S8b A2c A3a A4b A5a
2009 American Humane Association
Rationale: There is a continuous debate about the pros and cons of using animals to develop and test a wide array of cosmetic products from lipstick to hair gel. Research on and understanding of both sides of this issue enables students to become more educated consumers.
Behavioral Objectives:
Students will:
Research the use of animals in testing cosmetic products. Research the alternatives to using animals in testing cosmetic products. Survey the population of your school to develop a list of the brands of cosmetics used. Develop a chart showing the cosmetics companies from the survey and the companies impacts on the environment and animals. Develop a PowerPoint presentation that provides information about all methods used to test cosmetics. Use the information researched in a debate, choosing to defend either animal testing or alternative methods for testing cosmetics. Share their findings with the school population. Experience the character pillars of citizenship, kindness, respect and responsibility through discussion and research.
Materials:
Computer with PowerPoint program Cosmetics Testing Chart (included)
Procedure:
Set:
These lessons are intended to provide students with knowledge about cosmetics testing. Students will participate in a variety of activities that will evoke a conscious awareness of animals and cosmetics testing. Students will debate the issue using the knowledge and information they have gained during the lessons. Students will contact a local animal care professional who deals directly with homeless animals (animal shelter staff, humane society director, animal control officer, etc.).
www.americanhumane.org
Lesson 1: Research
Read the following scenario aloud to your students:

Bella, an internationally known diva, has decided to develop a line of cosmetics called Bella Mia. She has hired you to investigate the various methods used to develop and test cosmetics, after which you will present your findings to her companys board so that she and the board members will be aware of and consider all the issues surrounding testing. Facilitate a discussion about what the students already know about animal testing and how they feel about both sides of the issue. Divide the class into groups of two to three students who will research and develop a PowerPoint presentation. Distribute the Cosmetics Testing Chart. Begin research by having the teams survey at least 20 people about the brands of cosmetics they or people they know use. Be sure to define the term cosmetics for the students. The Food and Drug Administration (FDA) definition follows, but may require clarification depending on the group: articles intended to be rubbed, poured, sprinkled, or sprayed on, introduced into, or otherwise applied to the human bodyfor cleansing, beautifying, promoting attractiveness, or altering the appearance [Federal Food, Drug, and Cosmetic Act, sec. 201(i)] Students should research both sides of the issue of animal testing in order to develop a well-rounded presentation. Research should include at a minimum: FDA requirements The Animal Welfare Act Specific methods of using animals for cosmetics testing Alternatives to animal testing Pros and cons of using animals for cosmetics testing
Issues students may want to consider during research:

The basic needs of animals used in testing Housing Diet Enrichment Social interaction
Interpretation of product labeling Final product may not involve animal testing, but individual ingredients may have done so Individual company may not be involved in animal testing, but parent company or sister companies may be Third-party testing Specific terms or phrasing may be indicative of whether products are tested on animals Specific terms or phrasing may be indicative of whether product packaging and/or company has a positive environmental impact (Example: natural, organic, green, earth-friendly, etc.)
Information the educator should be aware of:

Some possible alternatives to animal testing Cell cultures Tissue cultures Corneas from eye banks Computer modeling Statistical design Use of ingredients already approved by the FDA Human volunteers Local Lymph Node Assay (LLNA) Draize eye irritancy test LD50 test Skin corrosivity/irritation tests American Humane and seven other national animal protection groups have joined to form the Coalition for Consumer Information on Cosmetics (CCIC).
Some types of animal tests
The Leaping Bunny Program (www.leapingbunny.org)
Lesson 2: Post-Research Discussion
The educator should facilitate a respectful group discussion that addresses what students learned and how they feel about both sides of the animal testing issue. Ask students to compare and contrast the findings recorded on their respective Cosmetics Testing Charts. Suggested discussion points: What did you learn that you did not know before? Did any of you have findings that varied significantly from another persons findings? How do you suppose this happened? How do you think you would feel if you were the animal being tested? Consider the tests, as well as the housing and socialization conditions. What would your thoughts be if you were the researcher? How would you feel about the safety of distributing cosmetics that were not tested on animals? Would you feel comfortable putting something in your eye that had been tested on a computer, rather than on an animal? Can we trust cosmetic labeling/packaging at face value? (Example: omissions, creative liberties, clever advertising tactics, effective marketing, etc.) How do we differentiate between personal opinion and what is right? Right for who? Society? The animals? You? The company/product? How do we prioritize? Why?
Lesson 3: PowerPoint Presentations
Provide class time for the development of PowerPoint presentations. The educator should address what a good PowerPoint presentation should include (suggested resource: www.rcampus.com). Be sure to review presentations with students regularly to support students in the development of their PowerPoint and presentation skills. Develop a schedule for groups to present their PowerPoint projects to each other (this may take more than one session).
Lesson 4: Debate
Divide the class into two groups: One group should defend animal testing The other group should defend alternative methods of testing
If the class is large, you may want to divide the groups into more than one debate team and provide more than one session for debates to allow all students to participate. Consider assigning students to defend the position they oppose Review enclosed debate rubric with the class, highlighting key areas of expectations. Give each debate group time to develop and practice its debate strategy. Develop a schedule for the debates. (You may want to use the debates as a vehicle for sharing information with the entire school population, your local community, in an exhibition, etc.)
Lesson 5: Share Findings
Have students develop a plan for sharing their information with the school population and/or the community. Suggestions: Develop a brochure to distribute to other students, the community, etc. Develop a display of facts, images and information to be placed in a central location Schedule an all-school assembly and hold the debate Hold an Awareness Day during which select students present their PowerPoint presentations Invite cosmetics, testing, humane, medical or other related professionals to provide or present information to display at Awareness Day or during public debates
Cosmetics Testing Chart

1. Survey at least 20 people about the brands of cosmetics they or people they know use. 2. List the different brands that are named in the chart below (or feel free to create your own chart if more space is needed). 3. Track the number of times each brand is named during the survey, and record the number in the chart. 4. Research the 10 brands that are named most frequently by visiting local drug and department stores, contacting companies by phone or email, or doing online research. 5. Assign and record any codes below that relate to each company. 6. Refer to this chart to assist you during PowerPoint presentations and debates. (Remember, this chart is designed only to assist you in organizing your research findings; it is not intended to help you determine trends or statistics.)
Animal Testing Codes

T Company tests on animals I Some ingredients are tested on animals S Sister or parent companies test on animals N No animal testing, including all products, ingredients and associated companies
Environmental Impact Codes

P Ingredients, packaging or production are primarily based on non-sustainable or non-renewable resources R Amount of packaging material appears to be excessive, and little or no packaging material is recyclable or reusable G Company engages in and/or promotes recycling, use of renewable resources, use of renewable energy, reforestation, environmental rehabilitation and/or preservation, and/or other green activities Cosmetic Brand Number of Times Named Animal Testing Code Environmental Impact Code
Suggested Debate Rubric

(Source: http://www.rcampus.com/rubricshowc.cfm?code=M28C4X&sp=yes&)
Debate Component No Evidence 2 pts
Weak/no prep for debate. Lack of notes & prepared comments for opening presentations.
Limited 3 pts
Limited prep. Notes & comments present for opening presentations; lack in organization & essential speech organizational elements.
Proficient 3.5 pts

Sufficient prep. Notes & comments written or typed. Presentations have intro, body section w/ at least 1-2 points and closing marks.
Effective 4 pts
Moderate to strong prep. May be stronger in some sections than others. All presentations contain essential speech elements w/ 2+ points. Majority of presentation is organized. All information & arguments make sense. Attempts to refute opponent arguments. Topic content well organized. Clear analysis of argument complete w/ details and examples.
Exemplary 5 pts
Excellent prep for debate. Typed speeches prepped in advance. Presentations complete with intro, body section w/ 3+ points & closing comments. Presentation very well organized. Info presented in clear manner. Effective refutation of opponent arguments.
Preparation
Organization
Presentation not at all organized. Info not presented in a clear manner.
Presentation somewhat organized. Info presented in somewhat clear manner.
Presentation mostly well organized. Info presented in mostly clear manner.
Analysis of Issues
Topic content slightly unorganized. Analysis of issue present; few details & examples offered for support. Limited knowledge of subject matter.
Topic content generally organized. Argument analysis uses details & examples to build support. Good knowledge of subject matter. 2+ points presented. Presenter makes limited eye contact w/ audience & speaks somewhat clearly. More vocal expression & projection necessary.
Topic content clearly analyzed & several examples presented that build overall case. Strong working knowledge of main arguments & points. Presenter makes adequate eye contact w/ most of audience & speaks clearly most of time. Rate is understandable, words pronounced correctly.
Excellent command of subject matter & several points.
Delivery Skills
Presenter does not make eye contact with audience or speak clearly. Difficult to hear at times. Some words pronounced incorrectly.
Presenter establishes confident eye contact during majority of the speech. Vocal expression & rate are adequate. Pleasant to listen to.
Presenter has strong eye contact w/ entire audience, speaks clearly conveying message. Words pronounced correctly. Vocal rate & expression appropriate. Outstanding participation in both crossfire & grand crossfire. Asks thoughtful and important questions. Answers questions comfortably. Civil throughout.
Crossfire Q&A
No participation in crossfire or grand crossfire during entire debate. Does not answer opponents questions.
Limited participation during crossfire & grand crossfire sections of debate. Unable to give logical answers & doesnt ask relevant questions.
Moderate participation in crossfire & grand crossfire. Does ask at least 2 questions & attempts to answer questions coherently. Maintains civility.
Effective participation in crossfire & grand crossfire. Able to ask questions & answer confidently. Uses evidence to ask & answer questions. Keeps calm & doesnt get upset.
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Animals and Cosmetics Testing Lesson Plan

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Animals and Cosmetics Testing Lesson Plan

Grades: Ages: Time:

Character Pillars: Respect Responsibility Citizenship Kindness Standards:

2009 American Humane Association